The Szondi Test.

Deri, S

doi:10.1037/11452-009

Cited by 3 publications

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References 2 publications

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“…These titles answer questions a layperson might have about any seemingly novel content or task requirements. The titles of other tests such as the Bender Visual Motor Gestalt (Bender, 1946(Bender, , 1950 or the Szondi (Deri, 1949(Deri, , 1950 do not reveal their purpose. For example, the latter test simply requires children to signify a preference among sets of photographs, a task easily administered-although why it might be puzzling to those unfamiliar with projective measures.…”

Section: Demisementioning

confidence: 92%

Assessment: Projections of its Decline and Fall With Suggestions for its Resurrection

Nolen

1986

J Learn Disabil

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Paraprofessional training in administration and scoring of educational and psychological tests for learning disability diagnosis was examined critically. Conclusions were that projected disadvantages outweigh advantages, indicating caution in adopting the practice.A t the outset there is much that seems sensible about the idea of training paraprofessionals to administer and score a battery of standardized tests for the diagnosis of a child's psychological and educational functioning. Many tests used to document or study children's learning disabilities are made up of tasks that appear relatively straightforward: read printed text aloud, point to an illustration of a verbal definition, add a series of digits, identify a preference among a set of photographs, draw a tree, discriminate between two sounds, or write a word from dictation. Standardized task directions are usually specific about allowable variations in administration, and the recording and scoring of a testee's responses frequently are outlined in enough detail that there remains little margin for error. Simple administration and scoring formats have suggested training paraprofessionals to take responsibility for time consuming and repetitive testing procedures as a useful preliminary to a professional diagnostician's interpretive and counseling activities.There are a number of advantages apparent in sharing responsibilities for assessment among the helping professions and their associates. First, any division of labor characteristically yields economies in time and effort. Thus, an increased number of children could be served in a given period of time when professional resources, funds, or referral opportunities are limited. Second, freed from two or three hours of test administration, professionals could focus their attention on consultation-liaison services, including strategies for remediation and therapy. Increased time for follow-up activities also should be forthcoming. Third, there is a likelihood of pleasant working relationships in an atmosphere of mutual trust and cooperation among professional and paraprofessional practitioners contributing to a common purpose. Fourth, a parallel has been suggested between a medical doctor's interpretation of tests and physical well being administered by a technician and a professional diagnostician's interpretation of tests of psychological and educational well being administered by technicians (Hardman, 1984). Certainly a majority of medical decisions do not require physicians to administer blood counts, tissue cultures, or X-rays themselves. Finally, in one publicized report it was noted that training in test administration allowed paraprofessionals insight into either their own abilities in learning and adjustment or the abilities of children with whom they might eventually work (Hardman, 1984). Where paraprofessionals have responsibilities for teaching, an increased understanding of themselves or of children should prove very helpful.However limited in generality the reasoning based on medical precedent...

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Section: Demisementioning

confidence: 92%